Project BUKLAD Bridging the Literacy Gap: A Reading Intervention for Non-Readers in Bigo Elementary School

The Project BULKAD approach serves as an intervention designed to support Grade 1-6 students in Bigo Elementary School experiencing foundational learning difficulties. This approach places a strong emphasis on the advantages of homogenous grouping in the teaching process. This study delved into the implementation of the Project BULKAD approach for Grade 1-6 students attending Bigo Elementary School during the 2026–2027 academic year. The researcher aimed to assess the reading proficiency of these students using the Philippine Informal Reading Inventory (PHIL-IRI) assessment both before and after the implementation of the approach. The study also examined the extent to which the Project BULKAD approach was utilized to guide students in acquiring these essential skills. Additionally, the research explored the challenges faced by teachers in implementing the Project BULKAD approach and their strategies for overcoming these challenges. The study employed a descriptive quantitative research design and employed purposive sampling as the chosen sampling technique. Data collection relied on the PHIL-IRI assessment tool and interviews as research instruments. The collected data underwent thorough analysis, including statistical treatments such as frequency and percentage calculations. Ultimately, the research findings indicated that the Project BULKAD approach effectively served as an intervention for non-readers.

Reading; Homogenous grouping; Non-readers; Foundational knowledge; Project BULKAD

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